Imagery in paired- associate learning in 5-year-old children

Investigated were the characteristics of stimulus materials effecting the degree to which visual or verbal processes facilitate learning in a paired associate task. Forty-five kindergartners were presented with four lists of five paired associates each in a one-trial study-test procedure. Materials were presented visually, using color slides or black outline drawings, & verbally, as sentences. Recognition was tested with color slides, line drawings & words. The presentation mode's main effect was significant; presentation of colored slides resulted in performance superior to presentation of line drawings or words. Response mode did not have a significant effect. Several current imagery hypotheses for these results were discussed. Modified HA